2014年6月大学英语六级(CET-6)真题第三套试卷及参考答案
2014年6月英语六级考试真题试卷（第3套）Part I Writing(30 minutes)Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to judge a person by their appearance. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words.注意：此部分试题在答题卡1上_____________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ __________Part II Listening Comprehension (25 minutes)Section ADirections:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A),B),C)and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡 1 上作答。
1.A) They might be stolen goods.B)They might be fake products.C)They might be faulty products.D)They might be smuggled goods.2.A) They are civil servants.B)They are job applicants.C)They are news reporters.D)They are public speakers.3.A) The man has decided to quit his computer class.B)The woman wants to get a degree in administration.C)A computer degree is a must for administrative work.D)The man went to change the time of his computer class.4.A) A lot of contestants participated in the show.B)The fifth contestant won the biggest prize.C)It was not as exciting as he had expected.D)It was sponsored by a car manufacturer.5.A) Reading a newspaper column.B)Looking at a railway timetable.C)Driving from New York to Boston.D)Waiting for someone at the airport.6. A) He wears a coat bought in the mall.B) He got a new job at the barbershop.C) He had a finger hurt last night.D) He had his hair cut yesterday.7. A) He cannot appreciate the Picasso exhibition.B) Even his nephew can draw as well as Picasso.C) He is not quite impressed with modem paintings.D) Some drawings by kindergarten kids are excellent.8. A) He should not put the cart before the horse.B) His conduct does not square with his words.C) His attitude to student government has changed.D) He has long been involved in student government.Questions 9 to 11 are based on the conversation you have just heard.9. A) She left her own car in Manchester.B) Something went wrong with her car.C) She wants to go traveling on the weekend.D) Her car won't be back in a week's time.10. A) Safety. B) Comfort. C) Size. D) Cost.11. A) Third-party insurance. B) Value-added tax. C) Petrol. D) CDW. Questions 12 to 15 are based on the conversation you have just heard.12. A) How to update the basic facilities.B) What to do to enhance their position.C) Where to locate their plant.D) How to attract investments.13. A) Their road link to other European countries is fast.B) They are all located in the south of France.C) They are very close to each other.D) Their basic facilities are good.14. A) Try to avoid making a hasty decision.B ) Take advantage of the train links.C) Talk with the local authorities.D) Conduct field surveys first.15. A) Future product distribution.B) Local employment policies.C) Road and rail links for small towns.D) Skilled workforce in the hilly region.Section BDirections：In this section，you will hear three passages. At the end of each passage，you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question，you must choose the best answer from the four choices marked A），B），C）and D）。
Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre。
注意：此部分试题请在答题卡 1 上作答。
Passage OneQuestions 16 to 18 are based on the conversation you have just heard.16. A) One fifth of them were on bad terms with their sisters and brothers.B) About one eighth of them admitted to lingering bitter feelings.C) More than half of them were involved in inheritance disputes.D) Most of them had broken with their sisters and brothers.17. A) Less concern with money matters.B) More experience in worldly affairs.C) Advance in age.D) Freedom from work.18. A) They have little time left to renew contact with their brothers and sisters.B) They tend to forget past unhappy memories and focus on their present needs.C) They are more tolerant of one another.D) They find close relatives more reliable.Passage TwoQuestions 19 to 22 are based on the passage you have just heard.19. A) They have bright colors and intricate patterns.B) They can only survive in parts of the Americas.C) They are the only insect that migrates along fixed routes.D) They have strong wings capable of flying long distances.20. A) In a Michigan mountain forest.B) In a Louisiana mountain forest.C) In a Kentucky mountain forest.D) In a Mexican mountain forest.21. A) Each flock of butterflies lays eggs in the same states.B) They start to lay eggs when they are nine months old.C) Each generation in a cycle lays eggs at a different place.D) Only the strongest can reach their destination to lay eggs.22. A) Evolution of monarch butterflies.B) Living habits of monarch butterflies.C) Migration patterns of monarch butterflies.D) Environmental impacts on monarch butterfly life.Passage ThreeQuestions 23 to 25 are based on the passage you have just heard.23. A) Time has become more limited.B) Time has become more precious.C) Time is money.D) Time is relative.24. A) Americans now attach more importance to the effective use of time.B) Americans today have more free time than earlier generations.C) The number of hours Americans work has increased steadily.D) More and more Americans feel pressed for time nowadays.25. A) Our interpersonal relationships improve.B) Our work efficiency increases greatly.C) Our living habits are altered.D) Our behavior is changed.Section CDirections:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally. When the passage is read for the third time, you should check what you have written.注意：此部分试题请在答题卡 1 上作答。
2014年6月大学英语六级真题及答案真题+听力原文+答案详解
12014年6月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为…Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-estions 8-10, complete the sen-tences with the information given in the pas tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness While schools emphasize its usefulness ——online research in class and inst ant polling of students, for example ant polling of students, for example —— a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decades of technology pur-of technology pur-chases ahead of them. The lone losers, some fear, could chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug-to ignore the long-suffering professor strug-gling to pass on accumulated gling to pass on accumulated wisdom from the front of the room wisdom from the front of the room —— a prospect that teachers find most irr itating and students view as, well, inevitable.“When it gets a little boring, I might pull it When it gets a little boring, I might pull it out,ǁout,ǁ acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand-eful applications. Providing powerful hand-held devices is sure to fuel deb held devices is sure to fuel deb ates over the role of technology in higher education.“We think this is the way the future is going to We think this is the way the future is going to work,ǁwork,ǁ said Kyle Dickson, co-director of re- co-director of re-search and the mobile learning initiative at Abilene Chris search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they Although plenty of students take their laptops to class, they don’t don’t don’t take the take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any ct and said that they would not leak any institution’s institution’s institution’s plans. plans.“ e W e can’tcan’t can’t announce other announce other announce other people’s people’s news,ǁsaid Greg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions At least four institutions —— the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-d a student-run com-pany to design applications like a campus map and dir pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity’s niversity’s network last year. network last year.At the Massachusetts Institute of Technology, iPhones might already have been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them sand iPhones and giving them out,ǁout,ǁ Mr. Y usaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. resident and chief information officer at the university. ―We ―Wedon’t don’t think tha think tha t we have all the t we have all the answers,ǁanswers,ǁ Mr. Huskamp said. By observing how students use the gadgets, he said, use the gadgets, he said, ―We’re ―We’re trying to get answers from the trying to get answers from thetrying to get answers from the students.ǁstudents.ǁ At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Bot h the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A e faster connections and longer battery life than AT&T’s T&T’s T&T’s data network. Ma data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network.University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual virtual reality),ǁreality),ǁ said Christopher Dede, professor in learning technologies at Harvard University. at Harvard University. ―Alien ―AlienContact,ǁ for example, is an exer- for example, is an exer-cise develo cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“You can imagine similar kinds of interactive activities along historical li nes,ǁ like following the Freedom Trail in Boston, Professor Dede said. like following the Freedom Trail in Boston, Professor Dede said. ―It’―It’s important that we do research, so that we know how well something like this this works.ǁworks.ǁThe rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. udents are less likely to participate in class if they are multi-tasking. ―I’m ―I’m n ot someone ot someone who’s who’s who’s anti-technology, but I,m always worried that technology anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,,’ysis,,’ said Ellen Millender, associate professor of classics at Reed College said Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years , announced this week , announced this week —— in a detailed, footnoted memorandum in a detailed, footnoted memorandum ——that he would ban laptop computers from his class on contract law.“I would ban that too if I knew the students were using it in I would ban that too if I knew the students were using it in class,ǁclass,ǁ Profes sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. xplained to him. ―What ―What we want to encour- we want to encour-age in these students is an activ age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good reasoning abilities required of good lawyers.ǁlawyers.ǁThe experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet). “We had assumed that the biggest focus of these devices would be consu ming the ming the content,ǁcontent,ǁ said Tracy Futhey, vice president for information techn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own e their own ―content,ǁ―content,ǁ making audio recordings of themselves and presenti making audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡1上作答。
2014年6月英语六级真题及答案-无听力
2014 年 6 月大学英语六级考试真题Part I WritingD i r e ct i o n s:For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something. You can give examples to illustrate your point. You should write at least 150 words but no more than 200 words. Write your essay on Answer Sheet 1.Now it is widely believed that jumping to conclusions upon seeing or hearing something is unscientific and thoughtless. We do not have to look very far to find out the truth of this argument.Sometimes what we see or hear is probably staying merely on the surface of things, thus the judgment we make under such circumstances often cannot hold water. For example, when a mother came to her son with two apples in her hand, she told her son to select one apple. The son quickly took one bite and then another before he gave his mother an apple. At first thought, we may regard this son as selfish and impious.However, when we learn that the reason why the boy did this is just for the purpose of checking out which apple is tasty, and the apple he handed his mother is more delicious than the rest one, we should condemn ourselves with shame and regret.To sum up, before making a judgment, we should have a deep analysis of the whole matter. Only in that way can we draw the correct conclusion.Part II L i s t e n i n g ComprehensionPart III R e ad i n g C o m p r e h e ns i onSect i o n AD i r e ct i o n s: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single li ne through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 a r e based on the following pa ss ag e.Millions of Americans are entering their 60s and are more concerned than ever about retire-ment. They know they need to save, but how much? And what exactly are they saving for-to spend more time 36 N the grandkids, go travelling, or start another career? It turns out that husbands and wives may have 37 K different ideas about the subject.The deepest divide is in the way spouses envisage their lifestyle in their later years. Fidelity In- vestments Inc. found 41 percent of the 500 couples it surveyed 38 C on whether both or at least one spouse will work in retirement. Wives are generally right regarding their husbands’retirement age, but men 39 O the age their wives will be when they stop working. And husbands are slightly more 40 I about their standard of living than wives are.Busy juggling (穷于应付)careers and families, most couples don’t take the time to sit down, 41M or together, and think about what they would like to do 5, 10, or 20 years from now. They 42 A they are on the same page, but the 43 L is they have avoided even talking about it.If you are self-employed or in a job that doesn’t have a standard retirement age, you may be more apt to delay thinking about these issues. It is often a 44 E retirement date that provides the c at-a lyst (催化剂)to start planning. Getting laid off or accepting an early-retirement 45 J can force your hand. But don’t wait until you get a severance (遣散费) check to begin planning.S e ct i o n BWhat If Middle-Class J o b s D i s a ppe a r?A) The most recent recession in the United States began in December of 2007 and ended in June of2009, according to the National Bureau of Economic Research. However, two years after the of- ficial end of the recession, few Americans would say that economic troubles are behind us. The unemployment rate, in particular, remains above 9%. Some labour market indicators, such as the proportion of long-term unemployed, are worse now than for any post-war recession.B) There are two widely circulated narratives to explain what’s going on. The Keynesian narrativeis that there has been a major drop in aggregate demand. According to this narrative, the slump can be largely cured by using monetary and fiscal (财政的) stimulus. The main anti-Keynesian narrative is that businesses are suffering from uncertainty and over-regulation. According to this narrative, the slump can be cured by having the government commit to and follow a morehands-off approach.C)I want to suggest a third interpretation. Without ruling out a role for aggregate demand or for theregulatory environment, I wish to suggest that structural change is an important factor in the cur- rent rate of high unemployment. The economy is in a state of transition, in which the mid-dle-class jobs that emerged after World War II have begun to decline. As Erik Brynjolfsson and Andrew McAfee put it in a recent e-book Race Against the Machine: “The root of our problems is not that we’re in a great recession, or a great stagnation (停滞), but rather that we are in the early throes (阵痛) of a great restructuring.”D) In fact, I believe that the Great Depression of the 1930s can also be interpreted in part as an eco-nomictransition. The impact of the internal combustionengine (内燃机) and the small electric motor on farming and manufacturing reduced the value of uneducated labourers. Instead, by the 1950s, a middle class of largely clerical (从事文秘工作的)workers was the most significant part of the labour force. Between 1930 and 1950, the United States economy underwent a Great Transition. Demand fell for human effort such as lifting, squeezing, and hammering. Demand in- creased for workers who could read and follow directions. The evolutionary process eventually changed us from a nation of labourers to a nation of clerks.E) The proportion of employment classified as “clerical workers” grew from 5.2% in 1910 to a peak of 19.3percent in 1980. “However, by 2000 this proportion had edged down to 17.4 %”Over- all, workers classified as clerical workers, technical workers, managers, officials exceeded 50% of the labour force by 2000. Corresponding declines took place in the manual occupations. Workers classified as labourers, other than farm hands or miners, peaked at 11.4% of the labour force in 1920 but were barely 6% by 1950 and less than 4% by 2000. Farmers and farm labourers fell from 33% of the labour force in 1910 to less than 15% by 1950 and only 1.2% in 2000.F)The introduction of the tractor and improvements in the factory rapidly reduced the demand foruneducated workers. By the 1930s, a marginal farm hand could not produce enough to justify his employment. Sharecropping, never much better than a subsistence occupation, was no longer visable ( 可行的). Meanwhile, machines were replacing manufacturing occupations like cigar rolling and glass blowing for light bulbs.G)The structural-transition interpretation of the unemployment problem of the 1930s would be that thedemand for uneducated workers in the United States had fallen, but the supply remained high. The high school graduation rate was only 8.8% in 1912 and still just 29% in 1931. By 1950, it had reached 59% . With a new generation of workers who had completed high school, the mismatch between skills and jobs had been greatly reduced.H) What took place after the Second World War was not the revival of a 1920s economy, with its smallfarming units, urban manufacturing, and plurality of labourers. Instead, the 1950s saw the creation of a new suburban economy, with a plurality of white-collar workers. With an expanded transportation and communications infrastructure (基础设施), businesses needed telephone op-erators, shipping clerks, and similar occupations. If you could read, follow simple instructions, and settle into a routine, you could finda job in the post-war economy.I)The trend away from manual labour has continued. Even within the manufacturing sector, the shareof production and non-supervisory workers in manufacturing employment went from over 85% just after the Second World War to less than 70% in more recent years. To put this another way, the proportion of white-collar work in manufacturing has doubled over the past 50 years. On the factory floor itself, work has become less physically demanding. Instead, it requires more cognitive skills and the ability to understand and carry out well-defined procedures.J)As noted earlier, the proportion of clerical workers in the economy peaked in 1980. By that date, computers and advanced communications equipment had already begun to affect telephone oper- ations and banking. The rise of the personal computer and the Internet has widened the impact of these technologies to include nearly every business and industry.K) The economy today differs from that of a generation ago. Mortgage and consumer loan und er-writers (风险评估人)have been replaced by credit scoring. Record stores have been replaced by music downloads. Book stores are closing, while sales of books on electronic readers have in- creased. Data entry has been moved off shore. Routine customer support also has been out- s ourced (外包) overseas.L） These trends serve to limit the availability of well-defined jobs. If a job can be characterized by a precise set of instructions, then that job is a candidate to be automated or outsourced to modestly educated workers in developing countries. The result is what David Autor calls the polarization of the American job market.M）Using the latest Census Bureau data, Matthew Slaughter found that from 2000 to 2010 the real earnings of college graduates （with no advanced degree）fell by more in percentage terms than the earnings of high school graduates. In fact, over this period the only education category to show an increase in earnings was those with advanced degrees.N)The outlook for mid-skill jobs would not appear to be bright. Communication technology and computer intelligence continue to improve, putting more occupations at risk. For example, many people earn a living as drivers, including trucks and taxicabs. However, the age of driver-less ve- hicles appears to be moving closer. Another example is in the field of education. In the fall of 2011, an experiment with an online course in artificial intelligence conducted by two Stanford professors drew tens of thousands of registrants (报名者). This increases the student-teacher ra-tio by a factor of close to a thousand. Imagine the number of teaching jobs that might be elimi- nated if this could be done for math, economics, chemistry, and so on.O) It’s important to bear in mind that when we offer a structural interpretation of unemployment, a “loss of jobs”means an increase in productivity. Traditionally, economists have argued that pro- ductivity increases are a good thing, even though they may cause unemployment for some work- ers in the short run. In the long run, the economy does not run out of jobs. Rather, new jobs e- merge as old jobs disappear. The story we tell is that average well-being rises, and the more that people are able to adapt, the more widespread the improvement becomes.注意院此部分试题请在答题卡 2 上作答遥46. Even factory floor work today has become intellectually challenging rather than physically demand- ing. I47. Increases in productivity prove beneficial though some people may lose their jobs temporarily.O48. The unemployment rate remained high even two years after the government declared the recent re- cessionwas over.A49. The author suggests that the recent high unemployment rate is mainly caused by a decrease of mid- dle-class jobs.C50. The creation of a suburban economy in the 1950s created lots of office jobs.H51. In the first decade of the 21st century, only people with postgraduate degrees experienced an in- crease inearnings.M52. One economics theory suggests using monetary and fiscal stimulus to cope with an economic re-cession.B53. The popularity of online courses may eliminate many teaching jobs.N54. Computer technology has brought about revolutionary changes in the record and book business.K55. White-collar workers accounted for more than half of the labour force by the end of the 20th century. ES e ct i o n CPassage O neQuestions 56 to 60 a r e based on the following pa ss a g e.“Deep reading”-as opposed to the often superficial reading we do on the Web-is an endan- gered practice, one we ought to take steps to preserve as we would a historic building or a significant work of art.Its disappearance would jeopardize the intellectual and emotional development of gener- ations growing up online, as well as the preservation of a critical part of our culture: the novels, po-ems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them.Recent research in cognitive science and psychology has demonstrated that deep reading-slow, immersive, rich in sensory detail and emotional and moral complexity is a distinctive experi- ence, different in kind from the mere decoding of words. Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely helpful to the deep reading experience. A book’s lack of hyperlinks “超链接”, for example, frees the reader from making decisions. Should I click on this link or not?-allowing her to remain fully immersed in the narrative.That immersion is supported by the way the brain handles language rich in detail, indirect refer- ence and figures of speech: by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy(认同).None of this is likely to happen when we’re browsing through a website. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. A growingbody of evidence suggests that online reading may be less engaging and less satisfying, even for the “digital natives”for whom it is so familiar. Last month, for example, Britain’s National Lit-eracy Trust released the results of a study of 34,910 young people aged 8 to 16. Researchers reported that 39% of children and teens read daily using electronic devices, but only 28% read printed materi- als every day. Those who read only onscreen were three times less likely to say they enjoy reading very much and a third less likely to have a favorite book. The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.56. What does the author say about”deep reading’?A) It serves as a complement to online reading.B) It should be preserved before it is too late.C) It is mainly suitable for reading literature.D) It is an indispensable part of education.57. Why does the author advocate the reading of literature?A) It helps promote readers’ intellectual and emotional growth.B) It enables readers to appreciate the complexity of language.C)It helps readers build up immersive reading habits.D) It is quickly becoming an endangered practice.58. In what way does printed-page reading differ from online reading?A) It ensures the reade r’s cognitive growth.B) It enables the reader to be fully engaged.C） It activates a different region of the brain.D) It helps the reader learn rhetorical devices.59. What do the studies show about online reading?A) It gradually impairs one’s eyesight.B) It keeps arousing readers’ curiosity.C) It provides up-to-date information.D) It renders reading less enjoyable.60. What do we learn from the study released by Britain’s National Literacy Turst?A) Onscreen readers may be less competent readers.B) Those who do reading in print are less informed.C) Young people find reading onscreen more enjoyable.D) It is now easier to find a favourite book online to read.Passage T woQuestions 61 to 65 a r e based on the following pa ss a g e.Many current discussions of immigration issues talk about immigrants in general, as if they were abstract people in an abstract world. But the concrete differences between immigrants from dif- ferent countries affect whether their coming here is good or bad for the American people.The very thought of formulating immigration laws from the standpoint of what is best for the American people seems to have been forgotten by many who focus on how to solve the problems of illegal immigrants.It is hard to look for “the ideal outcome” on immigration in the abstract. Economics ProfessorMilton Friedman once said, “The best is the enemy of the goo d”which to me meant that attempts to achieve an unattainable ideal can prevent us from reaching good outcomes that are possible in prac- tice.Too much of our current immigration controversy is conducted in terms of abstract ideals, such as “We are a nation of immigrants.”Of course we are a nation of immigrants. But we are also a na-tion of people who wear shoes. Does it follow that we should admit anybody who wears shoes?The immigrants of today are very different in many ways from those who arrived here a hun- dred years ago. Moreover, the society in which they arrive is different. To me, it is better to build a wall around the welfare state than the country.But the welfare state is already here-and, far from having a wall built around it, the welfare state is expanding in all directions. We do not have a choice between the welfare state and open bor- ders. Anything we try to do as regards immigration laws has to be done in the context of a huge wel- fare state that is already a major, inescapable fact of life.Among other facts of life utterly ignored by many advocates of de facto amnesty (事实上的大赦) is that the free international movement of people is different from free international trade in goods.Buying cars or cameras from other countries is not the same as admitting people from those countries or any other countries. Unlike inanimate objects, people have cultures and not all cultures are compatible with the culture in this country that has produced such benefits for the American peo- ple for so long.Not only the United States, but the Western world in general, has been discovering the hard way that admitting people with incompatible cultures is an irreversible decision with incalculable consequences. If we do not see that after recent terrorist attacks on the streets of Boston and London, when will we see it?“Comprehensive immigration reform”means doing everything all together in a rush, without time to look before we leap, and basing ourselves on abstract notions about abstract people.61. What does the author say about immigrants in America?A) They all hope to gain citizenship and enjoy the welfare.B) They come to America with different dreams and purposes.C) Their background may determine whether they benefit the American people.D) Their cultures affect the extent to which they will achieve success in America.62. What does the author try to say by citing Milton Friedman’s remark?A) It is hardly practical to find an ideal solution to America’s immigration problem.B) Ideal outcomes could be produced only by comprehensive immigration reform.C) As for immigration, good results cannot be achieved without good intentions.D) The proper solution of immigration issues is an ideal of the American public.63. What is the author’s view regarding America’s immigration policy?A) America should open its borders to immigrants from different countries.B) Immigrants have contributed greatly to the welfare of American people.C) Unrestricted immigration will undermine the American welfare state.D) There is no point building a wall around the American welfare state.64. What is the author;s purpose in citing the recent terrorist attacks on the streets of Boston and London?A) To show that America should join hands with Europe in fighting terrorists.B) To prove that it is high time America made comprehensive immigration reforms.C) To prove that terrorism is the most dangerous threat to America and the world in general.D) To show that immigrants’ cultural incompatibility with the host country has consequences.65. What is the author”s attitude towards :comprehensive immigration reform”?A) Supportive. B) Negative.C) Wait-and-see. D) Indifferent.Part IV TranslationEnglish. You should write your answer on Answer Sheet 2.中文热词通常反映社会变化和文化袁有些在外国媒体上愈来愈流行。
大学英语6级真题三套全
大学英语6级真题三套全 2014年6月大学英语6级真题(三套全) 2014年6月大学英语六级真题(第一套) PartI Writing ( 30minutes) Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to put allyour eggs in one basket. You can give examples to illustrate your point .Youshould write at least 150 words but no more than 200 words. Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise a person bytheir appearance. You can give examples to illustrate your point .You shouldwrite at least 150 words but no more than 200 words. Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to jump toconclusions upon seeing or hearing something. You can give examples toillustrate your point .You should write at least 150 words but no more than 200words. Part Ⅱ Listening Comprehension (30 minutes) Section A Directions:In this section,youwill hear 8 short conversations and 2 long conversations.At the end of eachconversation, one or more questions will be asked about what was said.Both theconversation and the questions will be spoken only once.After each questionthere will be a pause.During the pause,you must read the four choices markedA),B),C)and D),and decide which is the best answer.Then mark the correspondingletter on Answer Sheet1 with a single line through the centre. 注意：此部分试题请在答题卡1上作答。 1.A)They might be stolen goods B)They might be fake products C)They might be faulty products D)They might be smuggled good 2.A)They are civil servants B)They are job applicants C)They are news reporters D)They are public speakers 3.A)The man has decided to quithis computer class B)The woman wants to get a degreein administration C)A computer degree is a must foradministrative work D)The man went to change the timeof his computer class 4.A)A lot of contestantsparticipated in the show B)The fifth contestant won thebiggest prize 45 / 1 2014年6月大学英语6级真题(三套全) C)It was not as exciting as he hadexpected D)It was sponsored by a carmanufacturer 5.A)Reading a newspaper column B)Looking at a railway timetable C)Driving form New York to Boston D)Waiting for someone at theairport 6.A)He wears a coat bought in themall B)He got a new job at thebarbershop C)He had a finger hurt last night D)He had his hair cut yesterday 7.A)He cannot appreciate thePicasso exhibition B)Even his nephew can draw as wellas Picasso C)He is not quite impressed withmodern paintings D)Some drawings by kindergartenkids are excellent 8.A)He should not put the cart before the horse B)His conduct does not square withhis words C)His attitude to studentgovernment has changed D)He has long been involved in student government Questions 9 to 11 are based on theconversation you have just heard 9.A)She left her own car inManchester B)Something went wrong with hercar C)She wants to go traveling on theweekend D)Her car won,t be back in aweek,s time 10.A)Safety B)Size C)Comfort D)Cost 11.A)Third-party insurance B)Value-added tax C)Petrol D)CDW Questions 12 to 15 are based onthe conversation you have just heard 12.A)How to update the basicfacilities B)What to do to enhance theirposition C)Where to locate their plant 45 / 2 2014年6月大学英语6级真题(三套全) D)How to attract investments 13.A)Their road link to other European countries is fast B)They are all located in thesouth of France C)They are very close to eachother D)Their basic facilities are good 14.A)Try to avoid making a hastydecision B)Take advantage of the train links C)Talk with the local authorities D)Conduct field surveys first 15.A)Future product distribution B)Local employment policies C)Road and rail links for smalltowns D)Skilled workforce in the hillyregion Section B Directions:In this section,youwill hear 3 short passages..At the end of each passage, you will hear somequestions.Both the passage and the questions will be spoken only once.After youhear a question,you must choose the best answer from the four choices markedA),B),C)and D).Then mark the corresponding letter on Answer Sheet 1 with asingle line through the centre. 注意：此部分试题请在答题卡1上作答。 Passage one Questions 16 to 18 are based on thepassage you have just haard. 16.A)One fifth of them were on badterms with their sisters and broithers. B)About one eighth of themadmitted to lingering bitter feelings. C)More than half of them wereinvolved in inheritance disputes. D)Most of them had broken withtheir sisters and brothers. 17.A)Less concern with moneymatters. B)More experience in worldlyaffairs. C)Advance in age.
2014年6月大学英语六级真题及答案真题+听力原文+答案详解.docx
2014 年 6 月英语六级真题及答案Part I WritingDirections: For this part, you are allowed 30 minutes to write a short essay on the topic of Due Attention Should Be Given to the Study of Chinese Yo u should write at Chinese. least 120 words following the outline given belo w:1.近年来在学生中出现了忽视中文学习的现象；2.出现这种现象的原因和后果；3我认为,Given Due Attention Should Be Given to the Study of ChinesePart II Reading Comprehension (Skimming and Scanning) (15 minute s)Directions: In this part, you will have 15 minutes to go over the passage qu ickly and answer the questions on Answer sheet 1. For questions 1-7, choo se the best answer from the four choices marked A), B), C) and D). For qu estions 8-10, complete the sen-tences with the information given in the pas sage. Welcome,Freshmen. Have an iPod.Taking a step that many professors may view as a bit counterproductive, so me colleges and universities are doling out Apple iPhones and Internet-cap able iPods to their students.The always-on Internet devices raise some novel possibilities, like tracking where students gather together. With far less controversy, colleges could s end messages about canceled classes, delayed buses, campus crises or just the cafeteria menu.While schools emphasize its usefulness —online research in class and inst ant polling of students, for example — a big part of the attraction is, undou btedly, that the iPhone is cool and a hit with students. Being equipped with one of the most recent cutting-edge IT products could just help a college o r university foster a cutting-edge reputation.Apple stands to win as well, hooking more young consumers with decadesof technology pur- chases ahead of them. The lone losers, some fear, could be professors.Students already have laptops and cell phones, of course, but the newest de vices can take class distractions to a new level. They practically beg a user to ignore the long-suffering professor strug- gling to pass on accumulated wisdom from the front of the room — a prospect that teachers find most irr itating and students view as, well, inevitable.“ When it gets a little boring, I might pull it out,‖acknowledged Naomi P ugh, a first-year student at Freed-Hardeman University in Henderson, Ter m., referring to her new iPod Touch, which can connect to the Internet ove r a campus wireless network. She speculated that professors might try even harder to make classes interesting if they were to compete with the devices. Experts see a movement toward the use of mobile technology in educati on, though they say it is in its infancy as professors try to come up with us eful applications. Providing powerful hand- held devices is sure to fuel deb ates over the role of technology in higher education.“ We think this is the way the future is going to work,‖said Kyle Dickson, co-director of re- search and the mobile learning initiative at Abilene Chris tian University in Texas, which has bought more than 600 iPhones and 300 iPods for students entering this fall.Although plenty of students take their laptops to class, they don’t take the m everywhere and would prefer something lighter. Abilene Christian settle d on the devices after surveying students and finding that they did not like hauling around their laptops, but that most of them always carried a cell ph one, Dr. Dickson said.It is not clear how many colleges and universities plan to give out iPhones and iPods this fall; officials at Apple were unwilling to talk about the subje ct and said that they would not leak any institution plans’s.“ We can’t announce other people’s news,‖saidGreg Joswiak, vice presid ent of iPod and iPhone marketing at Apple. He also said that he could not d iscuss discounts to universities for bulk purchases.At least four institutions — the University of Maryland, Oklahoma Christi an University, Abilene Christian and Freed-Hardeman — have announced t hat they will give the devices to some or all of their students this fall.Other universities are exploring their options. Stanford University has hire d a student-run com-pany to design applications like a campus map and dir ectory for the iPhone. It is considering whether to issue iPhones but not sur e it, snecessary, noting that more than 700 iPhones were registered on the u niversity network’s last year.At the Massachusetts Institute of Technology, iPhones might alreadyhave been everywhere, if AT&T, the wireless carrier offering the iPhone in the United States,had a more reliable network, said Andrew Yu, mobile devices platform pro ject manager at M.I.T.“ We would have probably gone ahead with this, maybe just getting a thou sand iPhones and giving them out, ‖Mr. Yusaid.The University of Maryland at College Park is proceeding cautiously, givi ng the iPhone or iPod Touch to 150 students, said Jeffrey Huskamp, vice p resident and chief information officer at the university. ― Wedon’t think tha t we have all the answers, Mr‖. Huskamp said. By observing how students use the gadgets, he said,― We’ retrying to get answers from the students. ‖ At each college, the students who choose to get an iPhone must pay for mo bile phone service. Those service contracts include unlimited data use. Both the iPhones and the iPod Touch devices can connect to the Internet throu gh campus wireless networks. With the iPhone, those networks may provid e faster connections and longer battery life than A T&T’s data network. Many cell phones allow users to surf the Web, but only some newer ones are c apable of wireless connection to the local area computer network. University officials say that they have no plans to track their students (and Apple said it would not be possible unless students give their permission). They say that they are drawn to the prospect of learning applications outsid e the classroom, though such lesson plans have yet to surface.“ My colleagues and I are studying something called augmented reality (a field of computer research dealing with the combination of real-world and virtual reality), said‖ Christopher Dede, professor in learning technologies at Harvard University. ― AlienContact, for‖ example, is an exer- cise develo ped for middle-school students who use hand-held devices that can determi ne their location. As they walk around a playground or other area, text, vid eo or audio pops up at various points to help them try to figure out why ali ens were in the schoolyard.“ You can imagine similar kinds of interactive activities along historical li nes, ‖like following the Freedom Trail in Boston, Professor Dede said.― It’s important that we do research, so that we know how well something like this works. ‖The rush to distribute the devices worries some professors, who say that st udents are less likely to participate in class if they are multi-tasking. ― I ’m n ot someone who’s anti-technology, but I,m always worried that technology becomes an end in and of itself, and it replaces teaching or it replaces analysis,, said’Ellen Millender, associate professor of classics at Reed College in Portland, Ore. (She added that she hoped to buy an iPhone for herself on ce prices fall.)Robert Summers, who has taught at Cornell Law School for about 40 years,announced this week — in a detailed, footnoted memorandum — that he would ban laptop computers from his class on contract law.“ I would ban that too if I knew the students were using it in class, Profes‖sor Summers said of the iPhone, after the device and its capabilities were e xplained to him. ― Whatwe want to encour- age in these students is an activ e intellectual experience, in which they develop the wide range of complex reasoning abilities required of good lawyers. ‖The experience at Duke University may ease some concerns. A few years a go, Duke began giving iPods to students with the idea that they might use t hem to record lectures (these older models could not access the Internet).“ We had assumed that the biggest focus of these devices would be consu ming the content, said‖ Tracy Futhey, vice president for informationtechn ology and chief information officer at Duke.But that is not all that the students did. They began using the iPods to creat e their own ― content, making‖ audio recordings of themselves and presenti ng them. The students turned what could have been a passive interaction in to an active one, Ms. Futhey said. 注意：此部分试题请在答题卡 1 上作答。
2014年6月大学英语六级阅读练习题附答案及解析水印版
2014年6月大学英语六级阅读练习题附答案及解析目录2014年6月大学英语六级阅读练习题附答案及解析 (1)2014年6月大学英语六级仔细阅读练习题附答案及解析(1) (2)2014年6月英语六级长篇阅读匹配练习题附答案解析(1) (11)2014年6月英语六级选词填空习模拟练习附答案(1) (17)2014年6月大学英语六级仔细阅读练习题附答案及解析(2) (21)2014年6月英语六级长篇阅读匹配练习题附答案解析(2) (30)2014年6月英语六级选词填空习模拟练习附答案(2) (37)2014年6月大学英语六级仔细阅读练习题附答案及解析(1) Passage OneQuestions 56 to 60 are based an the following passage.Dropping out of university to launch a start-up is old hat. The twist with Joseph Cohen, Dan Getelman and Jim Grandpre is that their start-up aims to improve how universities work. In May 2011 the three founders quit the University of Pennsvlvania. to launch Coursekit,soon renamed as Lore.whichhas already raised $ 6m to develop what Mr. Cohen, its 21-year-old chief executive, describes as a social-learning network for the classroom".Lore is part of a trend that builds on the familiarity with social networking that has come with the success of Facebook. It customizes the rules of a network to meet the specific needs of students. Anyone teaching a class would reasonably worry that students using Facebook were gossiping rather than learning useful information from their network of friends. Lore allows teachers to control exactly who is in the network by issuing a class-membership code and to see how they are using it. They can also distribute course materials, contact students, manage tests and grades, and decide what to make public and what to keep private. Students can also interact with each other.In the academic year after launching its first version last November, Lore was used in at least one class in 600 diversities and colleges. Its goal for its second year, about to begin, is to spread rapidly within those 600 institutions, not least to see what the effects of scale are from having lots of classes signed up within the same institution.The firm has a fast-growing army of fans in the faculty common room. Lore, says Edward Boches, who uses it for his advertising classes at Boston University, makes teaching "more interactive, extends it beyond the classroom and stimulates students to learn from each other rather than just the professor."Among other challenges for the company, there remains the small matter offiguring out a business model. For the moment it has none. Mr. Cohen hopes that eventually Lore could become the primary marketplace for everything from courses to textbooks, but so far the service is free and carries no advertising. Blackboard, the industry incumbent (占有者), charges users for its course-management software. It remains to be seen how it will respond to the upstart(新贵).The lack of a plan does not appear to bother Lore's founders or investors, -who seem content to learn a lesson from another university drop-out, Mark Zuckerberg, the co-founder of Facebook: achieve critical mass in your network and the profits will follow. And after that perhaps they can expect an honorary degree from the a/ma mater(母校).56. What do we learn from the first paragraph about Lore?A．It specializes in producing old hats.B．It aims to improve the way universities work.C．It invests $ 6m in the development of social network.D．It promotes the communication among classmates.57. What does Lore enable teachers to do?A．Meet specific needs of students.B．Learn useful information from friends.C．Control the online class membership.D．Monitor students' personal privacy.58. For its second-year goal, Lore is to __A．increase fans in the faculty common roomB．launch its second version in 600 universitiesC．make more classes from 600 institutions signed upD．spread its influence within the same institution59. Concerning the prospect of Lore, Mr. Cohen expects it toA．confront with Blackboard as an equalB．offer free service to the advertisersC．cover businesses from courses to textbooksD．Develop its own come-management software60. What do we learn about Lore's founders?A．They can't be bothered to design a business model.B．They learn a lesson from the success of Facebook.C．They will not make profits without drawing mass users.D．They desire to receive an honorary degree from the alma mater.Passage TwoQuestions 61 to 65 are based on the following passage.A bull grazes on dry wheat husks(Phi) in Logan, Kansas, one of the regions hit by the record drought that has affected more than half of the U. S. and is expected to drive up food prices.Leadinu water scientists have issued one of the sternest warnings yet about global food supplies, saying that the world's population may have to switch almost completely to a vegetarian diet over the next 40 years to avoid catastrophic shortages.Adopting a vegetarian diet is one option to increase the amount of water available to grow more food in an increasingly climate-unstable world, the scientists said. Animal protein-rich food consumes 5 to 10 times more water than a vegetarian diet. One third of the world's arable(适于耕种的) land is used to grow crops to feed animals. Other options to feed people include eliminating waste and increasing trade between countries in food surplus and those in deficit."900 million people already go hungry and 2 billion people are malnourished in spite of the fact that per capita food production continues to increase," they said. "With 70% of all available water being in agriculture, growing more food to feed an additional 2 billion people by 2050 will place greater pressure on available water and land."The report is being released at the start of the annual world water conference in Stockholm, Sweden, where 2,500 politicians, UN bodies, non-governmental groups and researchers from 120 countries meet to address global water supply problems.Competition for water between food production and other uses will intensifypressure on essential resources, the scientists said. "The UN predicts that we must increase food production by 70% by mid-century. This will place additional pressure on our 'already stressed water resources, at a time when we also need to allocate more water to satisfy global energy demand--which is expected to rise 60% over the coming 30 years--and to generate electricity for the 1.3 billion people currently without it," said the report.Overeating, undernourishment and waste are all on the rise and increased food production may face future constraints from water scarcity."We will need a new recipe to feed the world in the future," said the report's editor, Anders Jagerskog.A separate report from the International Water Management Institute (IWMI) said the best way for countries to protect millions of farmers from food insecurity in sub-Saharan Africa and south Asia was to help them invest in small pumps and simple technology, rather than to develop expensive, large-scale irrigation projects."Farmem across the developing world are increasingly relying on and benefiting from small-scale,locally-relevant water solutions. These techniques could increase yields up to 300% and add tens of billions of U. S. dollars to household revenues across sub-Saharan Africa and south Asia. " said Dr. Colin Chartres, the director general.61. What can be inferred from the water scientists' warning?A．The record drought forces half of the U. S. to go hungry.B．The record drought drives up food prices m the U. S.C．Severe food shortage may happen without proper measures.D．A vegetarian diet is the only option to avoid disastrous shortages.62. What do the scientists say can be done to increase food supply?A．Grow more animal protein-rich food.B．Turn pastures into arable lands.C．Promote trade between countries self-sufficient in food.D．Increase the amount of water for food production.63. According to the water scientists' report,A．per capita food production has been increasingB．reduced food supply will make more people malnourishedC．70% of water will be used to feed 2 billion people by 2050D．researchers begin to seek solutions to tackle water problem64. In regard to the problem of water supply, scientists believeA．more water should be allocated to satisfy energy demandB．food production must be increased to 70% by mid-centuryC．energy demand will intensify pressure on water resourcesD．electricity generation must be increased by 60% 30 years later65. What does the IWMI say is the best solution to food insecurity in sub-Saharan Africa and south Asia?A．Applying small pumps and simple technology.B．Launching large-scale irrigation projects.C．Increase the local household revenues.D．Investing in a new expensive irrigation project.答案解析：56 B）。
资料：2014年6月英语六级真题及答案详解
2014年6月英语六级真题及答案详解PartI Writing ( 30minutes)Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to put all your eggs in one basket. You can give examples to illustrate your point .You should write at least 150 words but no more than 200 words.Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise a person by their appearance. You can give examples to illustrate your point .You should write at least 150 words but no more than 200 words.Directions: For this part, you are allowed 30 minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something. You can give examples to illustrate your point .You should write at least 150 words but no more than 200 words.Part Ⅱ Listening Comprehension (30 minutes) Section A Directions:In this section,you will hear 8 short conversations and 2 long conversations.At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause,you must read the four choices marked A),B),C)and D),and decide which is the best answer.Then mark the corresponding letter on Answer Sheet1 with a single line through the centre.注意：此部分题库请在答题卡1上作答。
2014-2015年英语六级考试真题及答案4×3共12套
2014年6月大学英语六级考试真题(一)Part I Writing (30 minutes)Part III Reading Comprehension (40 minutes)Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through care fully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.For investors who desire low risk and guaranteed income, US government bonds are a secure investment because these bonds have the financial backing and full faith and credit of the federal government. Municipal bonds, also secure, are offered by local governments and often have 36 such as tax-free interest. Some may even be 37. Corporate bonds are a bit more risky.Two questions often 38 first-time corporate bond investors. The first is "If I purchase acorporate bond, do I have to hold it until the maturity date?" The answer is no. Bonds are bought and sold daily on 39 securities exchanges. However, if you decide to sell your bond before its maturity date,you're not guaranteed to get the face value of the bond. For example, if your bond does not have 40 that make it attractive to other investors, you may be forced to sell your bond at a 41 ,i.e., a price less than the bond's face value. But if your bond is highly valued by other investors, you maybe able to sell it at a premium, i. e., a price above its face value. Bond prices generally 42 inversely (相反地) with current market interest rates. As interest rates go up, bond prices fall, and viceversa (反之亦然). Thus, like all investments, bonds have a degree of risk. The second question is "How can I 43 the investment risk of a particular bond issue?"Standard & Poor's and Moody's Investors Service rate the level of risk of many corporate and government bonds. And 44 , the higher the market risk of a bond, the higher the interest rate. Investors will invest in a bond considered risky only if the 45 return is high enough.注意：此部分试题请在答题卡2上作答。
2014年6月英语六级听力原文(第3套)
College English Test (Band 6)Part II Listening ComprehensionSection ADirections: In this section,you will hear 8 short conversationsand 2 long conversations.At the end of each conversation,one or more questions will be askedabout what was said.Both the conversation and the questionswill be spoken only once.After each question there will be a pause.During the pause,you must read the four choices marked A),B), C) and D),and decide which is the best answer.Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Now lets begin with the 8 short conversations.1. M: Oh, Im so sorryI forgot to bring along the bookyou borrowed from the library.W: What a terrible memory you have! Anyway,I won’t need it until Friday night.As long as I can get it by then, OK?Q: What do we learn from this conversation?2. W: Doctor, I havent been able toget enough sleep lately,and Im too tired to concentrate in class.M: Well, you know,spending too much time indoorswith all that artificial lighting can do that to you.Your body loses track of whether its day or night.Q: What does the man imply?3. M: I think I’ll get one of those new T-shirts,you know, with the schools logo on both the front and back. W: You’ll regret it.They are expensive,and I’ve heard the printing fades easilywhen you wash them.Q: What does the woman mean?4. W: I think your article in the school newspaperis right on target,and your viewpoints have certainly convinced me.M: Thanks, but in view of the general responses,you and I are definitely in the minority.Q: What does the man mean?5. M: Daisy was furious yesterdaybecause I lost her notebook.Should I go see her and apologize to again?W: Well, if I were you,I’d let her cool off a few days before I approach her.Q: What does the woman suggest the man do?6. M: Would you please tell mewhere I can get batteries for this brand of camera?W: Let me have a look.Oh, yes.Go down this aisle, pass the garden tools.You’ll find them on the shelf next to the light bulbs.Q: What is the man looking for?7. M: Our basketball team is playing in the finalsbut I dont have a ticket.I guess Ill just watch it on TV.Do you want to come over?W: Actually I have a ticket.But Im not feeling well.You can have it for what it cost me.Q: What do we learn from the conversation?8. M: Honey, I’ll be going straight to the theatre from work this evening.Could you bring my suit and tie along?W: Sure, its the first performanceof the State Symphony Orchestra in our city,so suit and tie is a must.Q: What do we learn from the conversation?Now youll hear the two long conversations. Conversation OneM: I got two letters this morning with job offers, one from the Polytechnic,and the other from the Language School in Pistoia, Italy.W: So you are not sure which to go for?M: That’s it.Of course, the conditions of work are very different: The Polytechnic is offering a two-year contract which could be renewed,but the language school is onlyoffering a years contract,and that’s a different minus.It could be renewed,but you never know.W: I see.So its much less secure.But you dont need to think too muchabout steady jobs when you are only 23.M: Thats true.W: What about the salaries?M: Well, the Pistoia job paysmuch better in the short term.Ill be getting the equivalent ofabout 22 000 a year there,but only 20 000 at the Polytechnic.But then the hours are different.At the Polytechnic Id have to do 35 hours a week,20 teaching and 15 administration,whereas the Pistoia school isonly asking for 30 hours teaching.W: HmmM: Then the type of teaching is so different.The Polytechnic is all adultsand mostly preparation for examslike the Cambridge certificates.The Language School wants meto do a bit of exam preparation,but also quite a lot of workin companies and factories,and a couple of childrens classes.Oh, and a bit of literature teaching.W: Well, that sounds much more varied and interesting. And Id imagine you would be doingquite a lot of teaching outside the school,and moving around quite a bit.M: Yes, whereas with the Polytechnic position,I’d be stuck in the school all day.Questions 9 to 11 are based on the conversationyou have just heard.9. What do we learn about the man from the conversation?10. What do we learn about the students at the Polytechnic?11. What does the woman think of the job at the Language School? Conversation TwoW: Good evening and welcome totonight's edition of Legendary Lives.Our subject this evening is James Dean,actor and hero for the young people of his time.Edward Murray is the author of a new biography of Dean.Good evening, Edward.M: Hello, Tina.W: Edward, tell us what you know about Dean's early life.M: He was born in Indiana in 1931,but his parents moved to California when he was five.He wasn't there long thoughbecause his mother passed away just four years later.Jimmy's father sent him back to Indianaafter that to live with his aunt.W: So how did he get into acting?M: Well, first he acted in plays at high school,then he went to college in Californiawhere he got seriously into acting.In 1951 he moved to New York to do more stage acting.W: Then when did his movie career really start?M: 1955.His first starring role was in East of Eden.It was fabulous.Dean became a huge success.But the movie thatreally made him famous was his second one,Rebel Without a Cause,that was about teenagerswho felt like they didn't fit into society.W: So how many more movies did he make?M: Just one more,then he died in that car crash in California in 1955.W: What a tragedy! He only made three movies!So what made him the legend he still is today?M: Well I guess his looks,his acting ability,his short life,and maybe the type of characterhe played in his movies.Many young people saw himas a symbol of American youths.Questions 12 to 15 are based on the conversationyou have just heard.12. What is the woman doing?13. Why did James Dean move back to Indianawhen he was young?14. What does the man say James Dean didat college in California?15. What do we learn about James Dean from the conversation? Section BDirections: In this section,you will hear 3 short passages.At the end of each passage,you will hear some questions.Both the passage and the questionswill be spoken only once.After you hear a question,you must choose the best answerfrom the four choices marked A),B), C) and D).Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.Passage OneThe time is 9 oclock andthis is Marian Snow with the news.The German authorities are sending investigatorsto discover the cause of the plane crashlate yesterday on the island of Tenerife.The plane, a Boeing 737,taking German holiday makers to the island, crashed into a hillsideas it circled while preparing to land.The plane was carrying 180 passengers.Its thought there are no survivors.Rescue workers were at the scene.The British industrialist James Louis,held by kidnappers in Central Africafor the past 8 months,was released unharmed yesterday.The kidnappers had been demanding 1 million pounds for the release of Mr. Louis.The London Bank and their agentswho have been negotiatingwith the kidnappers have not saidwhether any amount of money has been paid.The 500 UK motors workers who had been on strike in High Town for the past 3 three weekswent back to work this morning.This follows successful talksbetween management and union representatives, which resulted in a new agreementon working hours and conditions.A spokesman for the management said thattheyd hope they could nowget back to producing cars,and that they lost a lot of moneyand orders over this dispute.And finally the weather.After a cold start,most of the country should be warm and sunny.But towards late afternoon,rain will spread from Scotlandto cover most parts by midnight.Questions 16 to 19 are based on the passageyou have just heard.16. What does the news say about the Boeing 737 plane?17. What happened to British industrialist James Louis?18. How did the three-week strike in High Town end?19. What kind of weather will be expected by midnight in most parts of the country?Passage TwoJuan Louis, a junior geology major,decided to give an informative speechabout how earthquakes occur.From his audience and analysis he learned thatonly 2 or 3 of his classmatesknew much of anything about geology.Juan realized then that he must presenthis speech at an elementary leveland with a minimum of scientific language.As he prepared the speech,Juan kept asking himself,How can I make this clear and meaningful to someone who knows nothing about earthquakesor geological principles?Since he was speaking in the Midwest,he decided to begin by noting that the most severe earthquakein American history took place not in California or Alaskabut at New Madrid,Missouri in 1811.If such an earthquake happened today,it would be felt from the Rocky Mountainsto the Atlantic Oceanand would flatten most of the citiesin the Mississippi valley.That, he figured,should get his classmates attention.Throughout the body of the speech,Juan dealt only with the basic mechanics of the earthquakes, carefully avoid technical terms.He also prepared visual aids,diagramming photo line,so his classmates wouldnt get confused.To be absolutely safe,Juan asked his roommate,who was not a geology major,to listen to the speech.Stop me, he said,any time I say something you dont understand.Juans roommate stopped him four times.And at each spot,Juan worked out a way to make his point more clearly. Finally, he had a speech that was interestingand perfectly understandable to his audience.Questions 20 to 22 are based on the passage you have just heard.20. What did Juan Louis learn from the analysis of his audience?21. How did Juan Louis start his speech?22. What did Juan ask his roommate to dowhen he was making his trial speech?Passage ThreeEsperanto is an artificial language,designed to serve internationallyas an auxiliary means of communicationamong speakers of different languages.It was created by Ludwig Lazar Zamenhof,a polish Jewish doctor specialized in eye diseases. Esperanto was first presented in 1887.An international movement was launched to promote its use. Despite arguments and disagreements,the movement has continued to flourish andhas members in more than 80 countries.Esperanto is used internationally across language boundaries by at least 1 million people,particularly in specialized fields.It is used in personal contexts,on radio broadcasts and in a number of publications,as well as in translations of both modern works and classics. Its popularity has spread form Europe,both east and west,to such countries as Brazil and Japan.It is, however, in China thatEsperanto has had its greatest impact.It is taught in universities and used in many translations,often in scientific or technological works.EL POPOLA CHINIO,which means from peoples China,its a monthly magazine in Esperanto and its read worldwide. Radio Beijings Esperanto program is the most popular program in Esperanto in the world.Esperantos vocabulary is drawn primarily from Latin,the Romans languages,English and German.Spelling is completely regular.A simple and consistent set of endings indicates grammatical functions of words.Thus for example,every noun ends in o,every adjective in a,and a basic form of every verb in i.Esperanto also has a highly productive systemof constructing new words from old ones.Questions 23 to 25 are based on the passageyou have just heard.23. What does the speaker tell us about Esperanto?24. What is said about the international movementto promote the use of Esperanto?25. What does the speaker say about Esperanto in China? Section CDirections:In this section,you will hear a passage three times.When the passage is read for the first time,you should listen carefully for its general idea.When the passage is read for the second time,you are required to fill in the blankswith the exact words you have just heard.Finally, when the passage is read for the third time,you should check what you have written.Now listen to the passage.George Herbert Mead said that humans aretalked into humanity.He meant that we gain personal identityas we communicate with others.In the earliest years of our lives,our parents tell us who we are: You're intelligent.You're so strong.We first see ourselves through the eyes of others.So their messages form important foundations of our self-concepts. Later, we interact with teachers,friends, romantic partners and coworkerswho communicate their views of us.Thus, how we see ourselves reflects the views of usthat others communicate.The profound connection between identityand communication is dramatically evidentin children who are deprived of human contact.Case studies of childrenwho are isolated from others reveal thatthey lack a firm self-concept,and their mental and psychological development isseverely hindered by lack of language.Communications with othersnot only affects our sense of identity,but also directly influences our physicaland emotional well-being.Consistently, research shows thatcommunicating with others promotes health,whereas social isolation is linked to stress,disease and early death.People who lack close friends have greater levels of anxietyand depression than people who are close to others.A group of researchers reviewed scores of studies thattraced the relationship between health and interaction with others. The conclusion was that social isolation isstatistically as dangerous as high blood pressure,smoking and obesity.Many doctors and researchers believe thatloneliness harms the immune system,making us more vulnerableto a range of minor and major illnesses.Now the passage will be read again.George Herbert Mead said thathumans are talked into humanity.He meant that we gain personal identityas we communicate with others.In the earliest years of our lives,our parents tell us who we are: You're intelligent.You're so strong.We first see ourselves through the eyes of others.So their messages form important foundations of our self-concepts. Later, we interact with teachers,friends, romantic partners and coworkerswho communicate their views of us.Thus, how we see ourselves reflects the views of usthat others communicate.The profound connection between identityand communication is dramatically evidentin children who are deprived of human contact.Case studies of children who are isolatedfrom others reveal that they lack a firm self-concept,and their mental and psychological developmentis severely hindered by lack of language.Communications with others not only affects our sense of identity, but also directly influences our physical and emotional well-being. Consistently, research shows thatcommunicating with others promotes health,whereas social isolation is linked to stress,disease and early death.People who lack close friends havegreater levels of anxiety and depressionthan people who are close to others.A group of researchers reviewed scores of studiesthat traced the relationshipbetween health and interaction with others.The conclusion was that social isolation isstatistically as dangerous as high blood pressure,smoking and obesity.Many doctors and researchers believe thatloneliness harms the immune system,making us more vulnerable to a range ofminor and major illnesses.Now the passage will be read for the third time.George Herbert Mead said that humans aretalked into humanity.He meant that we gain personal identityas we communicate with others.In the earliest years of our lives,our parents tell us who we are: You're intelligent.You're so strong.We first see ourselves through the eyes of others.So their messages form important foundations of our self-concepts. Later, we interact with teachers,friends, romantic partners and coworkerswho communicate their views of us.Thus, how we see ourselves reflects the views of usthat others communicate.The profound connection between identity and communicationis dramatically evident in childrenwho are deprived of human contact.Case studies of children who are isolated from others reveal that they lack a firm self-concept,and their mental and psychological developmentis severely hindered by lack of language.Communications with othersnot only affects our sense of identity,but also directly influences our physical and emotional well-being. Consistently, research shows thatcommunicating with others promotes health,whereas social isolation is linked to stress,disease and early death.People who lack close friendshave greater levels of anxiety and depression than peoplewho are close to others.A group of researchers reviewed scores of studiesthat traced the relationship between healthand interaction with others.The conclusion was that social isolation isstatistically as dangerous as high blood pressure,smoking and obesity.Many doctors and researchers believe thatloneliness harms the immune system,making us more vulnerable to a range ofminor and major illnesses.This is the end of listening comprehension.。
2014年6月大学英语六级考试真题含答案解析-1-15页
2014年6月大学英语六级考试真题Part I Writing(30minutes) Directions:For this part,you are allowed30minutes to write an essay explaining why it is unwise to jump to conclusions upon seeing or hearing something.You can give examples to illustrate your point.You should write at least150words but no more than200words.Write your essay on Answer Sheet1.注意:此部分试题请在答题卡1上作答。
Part II Listening Comprehension(30minutes) Section ADirections:In this section,you will hear8short conversations and2long conversations.At the end of each conversation,one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once.After each question there will be a pause.During the pause,you must read the four choices marked A),B),C)and D),and decide which is the best answer.Then mark the corresponding letter on Answer Sheet1with a single line through the centre.注意:此部分试题请在答题卡1上作答。
2014年6月大学英语6级真题（三套全）
2014年6月大学英语6级真题（三套全）2014年6月大学英语六级真题(第一套) PartI Writing ( 30minutes)Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to put allyour eggs in one basket. You can give examples to illustrate your point .Youshould write at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise a person bytheir appearance. You can give examples to illustrate your point .You shouldwrite at least 150 words but no more than 200 words.Directions: For this part, you areallowed 30 minutes to write an essay explaining why it is unwise to jump toconclusions upon seeing or hearing something. You can give examples toillustrate your point .You should write at least 150 words but no more than 200words.Part Ⅱ Listening Comprehension (30 minutes)Section ADirections:In this section,youwill hear 8 short conversations and 2 long conversations.At the end of eachconversation, one or more questions will be asked about what was said.Both theconversation and the questions will be spoken only once.After each questionthere will be a pause.During the pause,you must read the four choices markedA),B),C)and D),and decide which is the best answer.Then mark the correspondingletter on Answer Sheet1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。